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Republic of the Philippines
                Department of Education
             DepEd Complex, Meralco Avenue
                       Pasig City




K to 12 Curriculum Guide
           ENGLISH
   (Grade 1 to Grade 3 and Grade 7 to 10)




                    January 31, 2012
K TO 12 – ENGLISH



                                                                                  ORAL LANGUAGE
Content Standards                     The learner understands the standards of English in order to participate in various oral communication demands (situation,
                                      purpose and audience).

Performance Standards                 The learner has sufficient facility in English to understand spoken discourse and to talk and interact with others about
                                      personal experiences and text listened to or read.

                                                                                   Competencies
                      GRADE 1                                                        GRADE 2                                            GRADE 3
The Learner . . .                                          The Learner . . .                                       The Learner . . .

   listens and attempts to respond to others in                 listens and responds to others                      listens and interacts with others in a group or
    English                                                                                                            class discussion

   listens and responds to texts                                listens and responds to texts and relates them      listens and responds to texts, recall the main
                                                                  to personal experiences                              ideas, and relates them to personal
                                                                                                                       experiences

   relates texts to personal experiences                        converses and talks about personal experiences      converses, asks questions, and talks about
                                                                                                                       events and personal experiences in a group

   talks about personal experiences                             tells a story                                       tells stories, recites or reads aloud informally
                                                                                                                       or for audience

                                                                 Identifies, describes and uses some commonly        identifies, describes and uses some commonly
                                                                  used verbal and non-verbal features in a range       used verbal and non-verbal features in a range
                                                                  of texts                                             of texts and begins to adapt spoken language
                                                                                                                       to an audience

   clarifies meanings heard while drawing on                    identifies, clarifies and questions meanings        identifies, clarifies and uses meanings in
    personal experiences                                          drawing on personal background, knowledge            spoken texts, drawing on personal
                                                                  and experiences                                      background, knowledge and experiences

   starts to asks questions, attempts to listen to,             asks questions, listens to, interprets and          asks questions, listens to, interprets and
    interprets and presents information                           presents information                                 presents information


*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                           2
K TO 12 – ENGLISH

                                                                  PHONICS AND WORD RECOGNITION
Content Standards                     The learner recognizes words and constructs meaning about them based on series of cues (including word shape,
                                      contextual, perceptual, phonological, and semantic information) happening instantaneously.

Performance Standards                 The learner uses sight word recognition or phonic analysis to read and understand words in English that contain complex
                                      letter combinations, affixes and contractions.

                                                                          Competencies
                      GRADE 1                                               GRADE 2                                               GRADE 3
                                                                                                             The Learner…

                                                                                                                knows all letter-sounds

                                                                                                                understands that the order of letters in a
                                                                                                                 written word represents the order of sounds in
                                                                                                                 a spoken word

                                                                                                                recognizes some common words on sight,
                                                                                                                 such as a, the, you, is, are

                                                                                                                uses phonics knowledge to attempt unknown
                                                                                                                 words

                                                                                                                shows how spoken words are represented by
                                                                                                                 written letters that are arranged in a specific
                                                                                                                 order

                                                                                                                blends phonemes to read CVC words

                                                                                                                matches CVC words with pictures or objects

                                                                                                                reads one-syllable words using phonics

                                                                                                                uses phonics to sound out unfamiliar words

                                                                                                                recognizes some irregularly spelled words,
                                                                                                                 such as have, said

*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                    3
K TO 12 – ENGLISH


                                                                                  GRAMMAR

Content Standards                     The learner understands that English language has a set of structural rules that govern the composition of clauses,
                                      phrases, and words in oral and written communication.

Performance Standards                 The learner…
                                          demonstrates grammatical awareness by being able to read, speak and write correctly; and
                                          communicates effectively in oral and written forms using the correct grammatical structures of English.

                                                                                Competencies
                      GRADE 1                                                      GRADE 2                                                GRADE 3
The Learner…                                               The Learner…                                               The learner…

                                                                 uses awareness of the grammar of a sentence
                                                                  to help decipher new or unfamiliar words

                                                                 reads familiar texts aloud with fluency and            reads aloud with intonation and expression,
                                                                  expressions appropriate to the grammar (e.g.            taking account of the punctuation (e.g. speech
                                                                  pausing at full stops and raising voice at              marks and exclamation marks)
                                                                  questions)

   uses correct nouns and personal pronouns in                                                                          uses correct nouns, common and proper and
    telling about one’s family and friends                                                                                singular and plural in taking/writing about
                                                                                                                          persons, places and things
                                                                 uses correct personal pronouns in place of             uses correct personal and possessive
                                                                  nouns                                                   pronouns in place of nouns
   uses a limited number of simple verbs in telling             uses correct simple present form of the verb that      uses correct simple present and past form of
    about the activities of one’s family and friends              agrees with the noun or pronoun                         verbs in talking/writing about one’s
                                                                                                                          experiences

   describes one’s family and friends using                     uses a number of adjectives in describing the          uses a number of adjectives, their synonyms
    common adjectives                                             persons, places and things                              and antonyms, in describing persons, places
                                                                                                                          and things

   uses directional prepositions correctly                      uses common prepositions correctly                     uses common prepositions and attempts to
                                                                                                                          use prepositional phrases correctly

*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                          4
K TO 12 – ENGLISH


                                                                       VOCABULARY DEVELOPMENT

Content Standards                     The learner understands the importance of acquiring an extensive receptive and expressive (passive and active)
                                      vocabulary for communication or expression in various contexts and language functions.

Performance Standards                 The learner acquires, studies, and uses English vocabulary words appropriately in relevant contexts.

                                                                                 Competencies
                      GRADE 1                                                       GRADE 2                                            GRADE 3
The Learner . . .                                          The Learner . . .                                      The Learner . . .

   differentiates English words from words in                   identifies and supplies the English word           uses English words in spoken and written
    other languages spoken at home and in school                  equivalent of words in the mother tongue or         expression
                                                                  Filipino

   asks about unfamiliar words to gain meaning                  classifies common words into conceptual            supplies words that fall into conceptual
                                                                  categories (e.g. animals, foods, toys, etc)         categories
   sorts familiar words in basic categories (e.g.               determines what words mean from how they are       provides alternate words for a target word to
    colors, shapes, foods, etc)                                   used in a sentence, heard or read                   reflect understanding of nuances (e.g. big,
                                                                                                                      huge, enormous)

   describes familiar objects and events in both                talks about the meaning of words and uses new      transforms root words to appropriate structure
    general and specific language                                 words when speaking and writing                     to fit a sentence (e.g. smile, smiled, smiles,
                                                                                                                      smiling)

   shows curiosity about and play with words and                begins to see that some words mean the same        uses English to define or describe other
    language                                                      thing (synonyms) and some words have                English words
                                                                  opposite meanings (antonyms)

   uses new words learned thru stories in own                   recognizes that words play different roles in      uses English to describe persons, places,
    speech                                                        sentences (e.g. some words-nouns-name things        processes and events
                                                                  and some words-verbs-show actions)

   knows and uses words that are important to                   asks about unfamiliar words to learn about         uses knowledge of prefixes (e.g. un-, re-, in-,
    school work, such as the names for colors,                    meaning                                             dis-) to determine the meaning of words
    shapes, and numbers


*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                         5
K TO 12 – ENGLISH


                      GRADE 1                                                        GRADE 2                                               GRADE 3
The Learner . . .                                          The Learner . . .                                          The Learner . . .

   knows and uses words that are important to                   recognizes root words and their inflections (e.g.      uses knowledge of suffixes (e.g. –ful, -ly, -less)
    daily life, such as street names and names for                look, looks, looked, looking)                           to determine the meaning of words
    community workers

                                                                 identifies some words that comprise                    recognizes some words represented by
                                                                  contractions (e.g. can’t = can not, it’s = it is,       common abbreviations (e.g. Mr., ave., Oct.)
                                                                  aren’t = are not)

                                                                 recognizes that two words can make a                   determines the meaning of compound words
                                                                  compound word (e.g. airport, treetop, popcorn)          using knowledge of individual words (e.g.
                                                                                                                          lunchtime, daydream, everyday)

                                                                 uses language with more control (such as               wants to learn new words and share them at
                                                                  speaking in complete sentence)                          school and home

                                                                 understands that the language used in school           uses clues from the context to figure out what
                                                                  are more formal than the language used at               words mean
                                                                  home and with friends

                                                                                                                         increases vocabulary through the use of
                                                                                                                          synonyms and antonyms

                                                                                                                         uses different parts of speech correctly,
                                                                                                                          including nouns, verbs, adjectives, and
                                                                                                                          adverbs

                                                                                                                         learns more new words through independent
                                                                                                                          reading




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                            6
K TO 12 – ENGLISH
                                                                        LISTENING COMPREHENSION

Content Standards                     The learner understands that listening is the receptive skill in the oral mode that allows one to comprehend what is heard
                                      using ones skills and background knowledge (schema).

Performance Standards                 The learner…
                                        activates prior knowledge conceptually related to text and establishes a purpose for listening/reading
                                        be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
                                        responds to literary texts through the appreciation of literary devices and an understanding of story grammar
                                        recalls/locates information from expository texts and uses this information for discussion or written production

                                                                                  Competencies
                      GRADE 1                                                        GRADE 2                                                 GRADE 3
The Learner . . .                                          The Learner . . .                                            The Learner . . .

   identifies connections between text listened to              identifies similarities and differences in the plot      proposes several predictions about text
    and personal experiences                                      or events in a story and personal experiences

                                                                 uses personal experiences to make predictions            uses prior knowledge to select most likely
                                                                  and about text to be listened to                          conclusions about text

   makes predictions about stories based on the                 uses an understanding of incidents, characters           formulates questions that are expected to be
    cover r titles of texts                                       and settings to make predictions                          answered after reading the text

   expects written texts to make sense                          validates predictions made after listening               makes predictions using experiences of
                                                                                                                            listening to others texts with similar themes

   uses the meaning of simple texts to support                  modifies prior knowledge based on new
    predictions                                                   knowledge from text

   listens carefully to texts read aloud                        predicts what will happen next in a text                 evaluates the predictions made on the basis of
                                                                                                                            text listened to

   asks and answers questions about texts                       discusses what is already known about topics             re-formulates prior knowledge on the basis on
                                                                  listened to                                               new information learned from text

   uses what is already known to understand a                   relates information and events in a selection to         knows how to read for specific purposes and
    text                                                          life experiences and vice versa                           to seek answers to specific questions


*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                             7
K TO 12 – ENGLISH
                      GRADE 1                                                        GRADE 2                                                   GRADE 3
The Learner . . .                                          The Learner . . .                                              The Learner . . .


   predicts what will happen in a text based on                 identifies elements of a story, including                  compares a prediction about an action or
    pictures or information in the text                           characters, setting, and key events                         event to what actually occurred within a text

   retells and/or acts out events in texts                      answers simple questions about literary texts              asks relevant questions in order to
                                                                  listened to                                                 comprehend

   talks about texts identifying major points and               asks simple questions (who, what, when, where)             recalls information, main ideas, and details
    key themes                                                    about literary text listened to                             after reading

   Participates (e.g. reacts, speculates, joins in,             knows the difference between “made up”                     answers how, why, and what if questions
    reads along) when repetitive language                         (fiction) and “real” (nonfiction) texts
    structure of fiction and poetry are read aloud

   understands the structure of a simple text and               knows the difference between stories and                   interprets information from diagrams, charts,
    use when re-enacting and retelling                            poems                                                       and graphs

   answers simple questions (who, what, when,                   listens and understands simple written                     takes part in creative responses to stories
    where, when) about text listened to                           instructions                                                such as dramatizations of stories and oral
                                                                                                                              presentations

   determines whether a story is realistic or                   identifies the plot of a literary selection listened       goes beyond own experiences or general
    fantasy                                                       to                                                          impression and refer to text to explain meaning

   restates facts from listening to expository texts            describes characters (e.g. traits, roles,                  describes literary elements of text including
                                                                  similarities) within a literary selection listened to       characters, plot (specific events, problem and
                                                                                                                              solution), and setting

   responds appropriately to questions based on                 sequences a series of events in a literary                 describes characters (e.g. traits, roles,
    facts in expository texs                                      selection listened to                                       similarities) within a literary selection

   Sequentially follow a two-step directions (e.g.              compares stories, identifies common themes,                makes simple inferences about thoughts and
    recipes, directions, classroom procedures)                    characters and contributes to discussions                   feelings and reasons for actions
    using picture clues given verbally

   Identifies signs, symbols, labels, and captions              identifies the topic of expository text listened to        identifies key themes and discusses reasons
    in the environment                                                                                                        for events in stories
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                                8
K TO 12 – ENGLISH
                      GRADE 1                                                       GRADE 2                                                  GRADE 3
The Learner . . .                                          The Learner . . .                                           The Learner . . .

   locates information in pictorial information                 answers questions (e.g. who what, where,                sequences a series of events in a literary
    books                                                         when) about expository text listened to                  selection

   participates (e.g. clapping, chanting, choral                follows a set of written or verbal three-step           describes literary elements of text including
    reading) in the reading of poetry by responding               directions with pictures cues                            characters, plot (specific events, problem and
    to the rhyme and rhythm                                                                                                solution), and setting

   relates story setting and incidents to own                   determines whether a specific task is completed         describes characters (e.g. traits, roles,
    experiences                                                   by checking to make sure all the steps were              similarities) within a literary selection listened
                                                                  followed in the right order, with picture clues to       to
                                                                  assist

                                                                 states the meaning of some environmental signs          makes simple inferences about thoughts and
                                                                  (e.g. traffic, safety, warning signs)                    feelings and reasons for actions

                                                                 locates specific information in the text to find        identifies key themes and discusses reasons
                                                                  answers to simple questions                              for events in stories

                                                                                                                          sequences a series of events in a literary
                                                                                                                           selection

                                                                                                                          identifies cause and effect of specific events in
                                                                                                                           a literary selection

                                                                                                                          identifies differences between fiction and
                                                                                                                           nonfiction

                                                                                                                          identifies words that the author selects in a
                                                                                                                           literary selection to create a graphic visual
                                                                                                                           experience

                                                                                                                          identifies words that the author selects to
                                                                                                                           create a rich auditory experience (e.g.
                                                                                                                           alliteration, onomatopoeia, assonance,
                                                                                                                           consonance) in a literary selection



*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                                 9
K TO 12 – ENGLISH
                      GRADE 1                                        GRADE 2                               GRADE 3
                                                                                      The Learner . . .

                                                                                         compares events and characters in literary
                                                                                          selections from a variety of cultures to their
                                                                                          experiences

                                                                                         begins to understand the effects of different
                                                                                          words and phrases (e.g. to create humor,
                                                                                          images and atmosphere)

                                                                                         locates specific information by using
                                                                                          organization features in expository texts

                                                                                         identifies the main idea in expository texts

                                                                                         locates facts in response to questions about
                                                                                          expository texts

                                                                                         locates specific information from graphic
                                                                                          organizers

                                                                                         determines whether a specific task is
                                                                                          completed by checking to make sure all the
                                                                                          steps were followed in the right order

                                                                                         states the meaning of specific signs and
                                                                                          symbols (e.g. computer icons, map features,
                                                                                          simple charts and graphs)

                                                                                         evaluates the usefulness of the information in
                                                                                          a particular text for answering questions




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                            10
K TO 12 – ENGLISH


                                                                    READING COMPREHENSION

Content Standards                        The learner understands that reading is a psycholinguistic guessing game which utilizes visual and non-visual
                                         information in order to confirm, modify, and monitor one’s comprehension.

Performance Standards                    The learner…

                                             activates prior knowledge conceptually related to text and establishes a purpose for reading
                                             be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
                                             responds to literary texts through the appreciation of literary devices and an understanding of story grammar
                                             locates information from expository texts and uses this information for discussion or written production
                                                                             Competencies

                      GRADE 1                                                 GRADE 2                                               GRADE 3
                                                                                                                The Learner …

                                                                                                                   identifies connections between story listened
                                                                                                                    to and personal experiences

                                                                                                                   makes predictions about stories based on the
                                                                                                                    cover or titles of texts

                                                                                                                   validates predictions made after reading a text

                                                                                                                   modifies prior knowledge based on new
                                                                                                                    knowledge from texts

                                                                                                                   uses what is already known to understand
                                                                                                                    texts

                                                                                                                   relates information and events in a reading
                                                                                                                    selection to life experience and vice versa

                                                                                                                   derives meaning from texts with repetitive
                                                                                                                    language structure




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                   11
K TO 12 – ENGLISH
                      GRADE 1                                        GRADE 2                                GRADE 3
                                                                                      The Learner…

                                                                                         predicts what will happen in a text based on
                                                                                          pictures or information in the text

                                                                                         retells and/or acts out events in a text

                                                                                         answers simple questions about texts read

                                                                                         asks simple questions about texts read

                                                                                         knows the differences between “made-up”
                                                                                          (fiction) and “real” (nonfiction) texts

                                                                                         knows the difference between stories and
                                                                                          poems

                                                                                         reads and understands simple written
                                                                                          instructions

                                                                                         sequences a series of events in a literary
                                                                                          selection read

                                                                                         identifies elements of a story, including
                                                                                          characters, setting, and key events

                                                                                         identifies the topic of expository texts read

                                                                                         follows a set of written or verbal three-step
                                                                                          directions with picture cues

                                                                                         determines whether a specific task is
                                                                                          completed by checking to make sure all the
                                                                                          steps were followed in the right order with
                                                                                          picture cues to assist

                                                                                         state the meaning of some environmental
                                                                                          signs (e.g. traffic, safety, warning signs)

                                                                                         locates specific information in the text to find
                                                                                          answers to simples questions

*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                              12
K TO 12 – ENGLISH
                                                                               FLUENCY

Content Standards                        The learner understands the importance of acquiring a high level of “fluency” in English in order to be understood by both
                                         native and non native listeners through:

                                              1.   Reading (the ability to easily read and understand texts written in the language)
                                              2.   Writing (the ability to formulate written texts in the language)
                                              3.   Comprehension (the ability to follow and understand speech in the language)
                                              4.   Speaking (the ability to produce speech in the language and be understood by its speakers)

Performance Standards                    The learner reads aloud grade level texts effortlessly without hesitation and with proper expression.

                                                                             Competencies

                      GRADE 1                                                  GRADE 2                                               GRADE 3
                                                                                                                The Learner…

                                                                                                                   uses appropriate intonation and expression
                                                                                                                    during unison oral reading with the teacher

                                                                                                                   reads with automaticity approximately 20 high-
                                                                                                                    frequency/sight words

                                                                                                                   reads aloud appropriate grade level text at a
                                                                                                                    rate of approximately 60 words per minute

                                                                                                                   reads appropriate grade level text with an
                                                                                                                    accuracy rate of 95-100%

                                                                                                                   reads appropriate grade level text in three-to-
                                                                                                                    four word phrases using intonation, expression
                                                                                                                    and punctuation cues

                                                                                                                   reads with automaticity 100 appropriate grade
                                                                                                                    level high-frequency/sight words




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                     13
K TO 12 – ENGLISH
                                                                             SPELLING

Content Standards                        The learner understands that words are formed with letters in accepted order (orthography).

Performance Standards                    The learner spells words with two or more syllables using phonic, semantic, and morphemic expression.

                                                                          Competencies

                      GRADE 1                                                GRADE 2                                               GRADE 3
                                                                                                              The Learner…

                                                                                                                 uses invented (or developmental) spelling to
                                                                                                                  try to spell words on his own

                                                                                                                 understands that there is a correct way to spell
                                                                                                                  words

                                                                                                                 uses phonemic awareness and letter
                                                                                                                  knowledge to spell and write words

                                                                                                                 uses simple punctuation marks and capital
                                                                                                                  letters

                                                                                                                 pays attention to how words are spelled

                                                                                                                 correctly spells previously studied words




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                  14
K TO 12 – ENGLISH


                                                                      WRITING/COMPOSITION

Content Standards                        The learner understands the different formats to write for a variety of audiences and purposes.

Performance Standards                    The learner expresses their ideas effectively in formal and informal compositions to fulfill their own purposes for writing.

                                                                            Competencies

                      GRADE 1                                                  GRADE 2                                                 GRADE 3

                                                                                                                  The Learners…

                                                                                                                     understands that writing conveys meaning

                                                                                                                     uses letter forms to represent thoughts and
                                                                                                                      ideas

                                                                                                                     writes for different purposes – stories,
                                                                                                                      explanations, letters, lists using invented
                                                                                                                      spelling or phonic knowledge

                                                                                                                     writes things for others to read (by thinking of
                                                                                                                      ideas, writing draft copies, and revising drafts)

                                                                                                                     pays attention to the mechanics of writing (e.g.
                                                                                                                      spelling, capitalization, and punctuation) in the
                                                                                                                      final revisions of compositions




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                      15
K TO 12 – ENGLISH


                                                 ATTITUDE TOWARDS LANGUAGE, LITERATURE AND LITERACY

Content Standards                        The learner understands the significance of interpreting the social meaning of the choice of linguistic varieties and using
                                         language with the appropriate social meaning for the communication situation.

Performance Standards                    The learner demonstrates a love for reading stories and confidence in performing literacy-related activities / tasks.

                                                                                 Competencies

                      GRADE 1                                                       GRADE 2                                              GRADE 3

The Learners…                                              The Learners…                                             The Learners…

   returns to favorite books, songs, rhymes to be               retells or re-reads familiar storybooks to other      makes choices about which texts to read
    re-read and enjoyed                                           children                                               based on prior reading experience

   attempts to read or retell familiar storybooks               makes choices from a selection of texts and           responds to text by discussing preferences
                                                                  begin to justify preferences                           such as favorite characters, and books with
                                                                                                                         similar themes

                                                                 takes books from home to school (or vice versa)       writes and shares own stories
                                                                  for independent/extra reading

                                                                 identifies favorite authors and stories               explores and investigates topics of own
                                                                                                                         interest




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                        16
K TO 12 – ENGLISH


                                                                                 STUDY SKILLS

Content Standards                        The learner understands that there are an array of study skills, which may tackle the process of organising and taking in
                                         new information and retaining information.

Performance Standards                    The learner chooses and utilizes discrete techniques (general or specific) and applies them to all or most fields of study.

                                                                                  Competencies

                      GRADE 1                                                          GRADE 2                                           GRADE 3

The Learners…                                              The Learners…                                         The Learners…

   follows directions                                           follows directions                                follows directions

   interprets pictographs                                       alphabetizes (first letters)                      alphabetizes (2nd letters)

   Interprets simple maps of familiar places                    Uses the index at table of contents               dictionary skills

                                                                 locates information                               highlights important information
                                                                 Interprets bar graphs and tables                  Interprets graphs, charts and tables
                                                                 Interprets simple maps of familiar places         constructs maps of familiar places
                                                                                                                    understands simple outlines




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                   17
K TO 12 – ENGLISH


                                                                    LISTENING COMPREHENSION

Content Standards                            The learner understands that listening is the receptive skill in the oral mode that allows one to comprehend what is
                                             heard using ones skills and background knowledge (schema).

Performance Standards                        The learner…
                                               activates prior knowledge conceptually related to text and establishes a purpose for listening/reading
                                               be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
                                               responds to literary texts through the appreciation of literary devices and an understanding of story grammar
                                               recalls/locates information from expository texts and uses this information for discussion or written production

                                                                             Competencies

               GRADE 7                                      GRADE 8                                  GRADE 9                                   GRADE 10

The Learner…                                 The Learner…                             The Learner…                               The Learner…

   determines how stress,                      listens for important points            determines appropriateness of             examines how spoken
    intonation, phrasing, pacing, tone,          signaled by stress, intonation,          stress, intonation, phrasing, tone,        communication between and
    and non-verbal cues serve as                 phrasing, pacing, tone, and non-         and non-verbal cues used by a              among speakers in specific
    carriers of meaning that may aid             verbal cues that serve as carriers       speaker in a particular setting for        situations may be repaired or
    or interfere in the message of the           of meaning in specific situations        a specific audience                        enhanced verbally and non-
    text listened to                                                                                                                 verbally to suit various functional
                                                                                                                                     purposes

   uses active listening strategies            employs projective listening            shifts from one listening strategy        adjusts listening strategies based
    based on purposes, familiarity               strategies when listening to             to another based on purpose,               on purpose, familiarity with the
    with the topic and the level of              descriptive and longer narrative         familiarity with the topic and level       topic, and level of difficulty of the
    difficulty of simple informative and         texts                                    of difficulty of the argumentative         expository and analytical texts
    short narrative texts                                                                 or persuasive texts

   listens to appreciate                       listens to validate information,        listens to determine faulty logic,        listens to simplify, reorganize, and
    communication roles,                         opinion, or assumption in order to       unsupported facts and emotional            synthesize information for
    expectations and intentions in               participate well in a specific           appeal in order to provide                 purposes of expanding,
    specific communicative contexts              communicative context or                 appropriate and critical feedback          reviewing, or updating knowledge
    or situations                                situation                                in a specific context or situation



*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                         18
K TO 12 – ENGLISH


                                                                  ORAL LANGUAGE AND FLUENCY

Content Standards                            The learner understands the standards of English in order to participate in various oral communication demands
                                             (situation, purpose and audience).

Performance Standards                        The learner has sufficient facility in English to understand spoken discourse and to talk and interact with others about
                                             personal experiences and text listened to or read.

                                                                             Competencies

               GRADE 7                                      GRADE 8                                 GRADE 9                                  GRADE 10

The Learner…                                 The Learner…                             The Learner…                             The Learner…

   uses the right stress, intonation,          varies the stress, intonation,          determines the appropriate              adjusts the stress, intonation,
    phrasing, pacing and tone in                 phrasing, pacing and tone while          stress, intonation, phrasing,            phrasing, pacing and tone while
    interpersonal expressions and in             reading orally from a prepared           pacing and tone while delivering         participating in formal oral
    reading short written or recorded            manuscript, delivering prepared          an extemporaneous or impromptu           presentations, debates, and
    passages aloud                               lines in a performance script, or        speech                                   broadcast communication tasks
                                                 re-enacting an episode or scene

   uses appropriate verbal and non-            uses appropriate verbal and non-        employs varied verbal and non-          enhances the quality of verbal
    verbal turn-taking, turn-giving,             verbal strategies to animate a           verbal strategies to create impact       and non-verbal strategies
    and topic control strategies in              written script for purposes of           on a specific audience while             employed by speakers in a
    participating in forms of small              delivering information or                delivering various forms of              completed formal oral
    group interaction including                  executing a dramatic piece and           extemporaneous or impromptu              presentation, debate, or
    interviews and panel discussions             other performance speech forms           speech                                   broadcast communication tasks

   talks about significant human               provides structured feedback on         provides appropriate and                formulates informed assertions,
    experiences and ideas on literary            the quality of spoken discourse          constructive response to                 claims, and justifications using
    or expository reading, listening or          based on a prepared manuscript           questions and feedback                   accurate, adequate, and
    viewing selections in unrehearsed            or performance script                    concerning one’s performance in          appropriate primary and
    individual and group modalities                                                       an extemporaneous or impromptu           secondary information
                                                                                          speech task




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                       19
K TO 12 – ENGLISH




                                                                   VOCABULARY DEVELOPMENT

Content Standards                            The learner understands that words are composed of different parts and their meaning changes in context.

Performance Standards                        The learner employs strategies to decode the meaning of words in isolation and in context (word strategies).

                                                                            Competencies

               GRADE 7                                      GRADE 8                                GRADE 9                                 GRADE 10

The Learner…                                 The Learner…                            The Learner…                            The Learner…

   establishes semantic                        establishes the meaning of words       identifies context-appropriate         reduces ambiguity and
    relationships of words and                   and expressions as they are used        substitutes for words or                vagueness in the use of words
    expressions that include familiar,           in discourse structures and             expressions                             and expressions
    colloquial, and idiomatic types              patterns

   Identifies collocations and                 uses context clues and structural      determines the level of formality      explains the nature of shift in
    arrange words or expressions in              analysis to arrive at the meaning       or register in which a word or          structure and meaning of a word
    clines, categories, and clusters             of words and expressions                expression is to be used                or expression as used in a
                                                                                                                                 specific discipline, situation, or
                                                                                                                                 context of use




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                   20
K TO 12 – ENGLISH


                                                                     READING COMPREHENSION

Content Standards                            The learner understands that reading is a psycholinguistic guessing game which utilizes visual and non-visual
                                             information in order to confirm, modify, and monitor one’s comprehension.

                                             The learner…
                                               activates prior knowledge conceptually related to text and establishes a purpose for reading
Performance Standards                          be self-aware as they discuss and analyze text to create new meanings and modify old knowledge
                                               responds to literary texts through the appreciation of literary devices and an understanding of story grammar
                                               locates information from expository texts and uses this information for discussion or written production

                                                                             Competencies

               GRADE 7                                      GRADE 8                                  GRADE 9                                 GRADE 10

The Learner…                                 The Learner…                             The Learner…                              The Learner…

   uses predictive and anticipatory            organizes prior knowledge               articulates prior knowledge              assesses prior knowledge
    devices or tasks to activate prior           concerning the topic of reading or       concerning the topic of reading or        concerning the topic of reading or
    knowledge concerning the topic of            viewing selection using a variety        viewing selection using guided            viewing selection using individual
    reading or viewing selection                 of graphic organizers                    small group discussion strategies         or group assessment devices

   distinguishes between and among             responds to information from a          compares and contrasts                   evaluates content, elements,
    literal, inferential, and applied            reading or viewing selection             information presented in two or           features, and properties of a
    information presented in a                   through the use of oral or written       more related reading or viewing           reading or viewing selection using
    reading or viewing selection and             short response formats and               selections using guided text              a set of text analysis strategies
    the questions formed on the basis            differentiated group performance         analysis strategies and devices in        developed in consultation with
    of such information                          tasks                                    a small group structure                   peers and the teacher

   establishes the relevance and               identifies dominant literary            ascertains the features of the           organizes an independent and
    unity of the elements of a text vis-         devices and figures of speech            reading or viewing selection that         systematic approach to critiquing
    à-vis its intended purpose and               that add color and heighten              clarify its adherence to or               an elected reading or viewing
    production milieu                            meaning in the reading or viewing        dismissal of a particular tradition       selection
                                                 selection                                of literary production

   establishes the validity and unity          identifies dominant writing or          ascertains the features of the           organizes an independent and
    of the details of a text vis-à-vis its       filming techniques that add color        reading or viewing selection that         systematic approach to critiquing
    intended purpose and production              to and heighten meaning of the           clarify its adherence to or               an elected reading or viewing
    milieu                                       reading or viewing selection             dismissal of a particular social          selection
                                                                                          issue, concern, or disposition
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                     21
K TO 12 – ENGLISH


                                                                      WRITING AND COMPOSITION

Content standards                            The learner understands the different formats to write for a variety of audiences and purposes.

Performance standards                        The learner expresses ideas effectively in formal and informal compositions for a particular purpose and audience.

                                                                               Competencies

               GRADE 7                                      GRADE 8                                  GRADE 9                                   GRADE 10

The Learner…                                 The Learner…                              The Learner…                              The Learner…


   distinguishes between oral and              distinguishes between                    identifies ways by which                 identifies ways by which
    written modes of language use                informational and artistic stances        information is systematically             purposeful writing may be
    with emphasis on their exclusive             in written discourse and the              organized to meet specific goals          supported by a variety of
    features and properties                      specific properties of each stance        and objectives in written                 information sources, processing
                                                                                           discourse                                 techniques, and presentation
                                                                                                                                     strategies

   determines features and                     identifies common language               employs a variety of language            uses standard procedure,
    properties of written language n             patterns that exist in specific           and discourse patterns in                 appropriate forms, and
    accordance to a specific register            written discourse patterns                expressing one’s view and                 assessment tools or techniques in
    or level of formality                                                                  opinions concerning a specific            process-oriented writing with the
                                                                                           topic of interest                         aid of peers and the teacher

   uses specific cohesive and                  uses specific cohesive and               uses specific cohesive and               uses specific cohesive and
    literary devices to construct                literacy devices to construct basic       literary devices to construct             literary devices to construct
    written personal discourse                   literary and expository written           extended literary and expository          integrative literary and expository
    formats such as letters, blogs,              discourse such as poetry, drama,          written discourse as short fiction,       written discourse as review,
    and electronic mails and basic               fables, parables, myths, legends,         argumentative and persuasive              critiques, research reports, and
    mass media materials as print                personal essays, biographies and          essays, speeches, and                     scripts for broadcast
    ads, campaigns and broadcast                 vignettes                                 opinionated journalistic writing          communication texts, including
    commercials                                                                                                                      screenplay




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                       22
K TO 12 – ENGLISH


                                                                      GRAMMAR AWARENESS

Content standards                            The learner understands that English language has a set of structural rules that govern the composition of clauses,
                                             phrases, and words in oral and written communication.

Performance standards                        The learner…
                                              demonstrates grammatical awareness by being able to read, speak and write correctly
                                              communicate effectively in oral and written forms using the correct grammatical structures of English

                                                                            Competencies

               GRADE 7                                      GRADE 8                                GRADE 9                                GRADE 10

The Learner…                                 The Learner…                            The Learner…                            The Learner…

   uses:                                       uses:                                  uses:                                  uses:
       o varied nouns                               o varied adjective                      o other cohesive techniques             o appropriate expressions of
          complementation                              complementation                         and devices                             introducing, expanding,
       o varied verb                                o appropriate idioms,                   o various polite expressions               summarizing, and
          complementation                              collocations, and fixed              o varied techniques of                     restating a topic
       o correct determiners                           expression                              softening expression                 o appropriate statements of
       o consistent tense                           o coordinators                          o appropriate techniques to                definition, causation,
       o proper tense simplification                o subordinators                            avoid confusing sentence                elaboration, and synthesis
       o appropriate auxiliary and                  o other appropriate devices                structures
          modal verbs                                  for emphasis

   formulates:                                 formulates:                            formulates:                            formulates:
        o meaningful question                        o correct complex and                   o appropriate restatements              o correct claim of fact
           forms, short answers, and                    compound-complex                     o correct negation structures           o correct claim of policy
           reply questions                              sentences                            o meaningful structures of              o correct claim of value
        o correct simple and                         o correct conditional                      fronting, inversion, and             o appropriate direct quote
           compound sentence                            statements                              emphasis                             o substantive précis
        o meaningful embedded and                    o appropriate parenthetical             o effective sentence with               o adequate paraphrase
           kernel sentences                             expressions                             controlled length and                o suitable statement of
        o appropriate direct or                      o meaningful expanded                      rhythm                                  conclusion
           reported speech                              sentence (following
                                                        balance, parallelism, and
                                                        modification)

*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                    23
K TO 12 – ENGLISH


                                                                                 ATTITUDE

Content standards                            The learner understands the significance of interpreting the social meaning of the choice of linguistic varieties and
                                             using language with the appropriate social meaning for the communication situation.

Performance standards                        The learner demonstrates a love for reading and viewing various texts and confidence in responding/participating in
                                             various communicative activities / tasks.

                                                                               Competencies

               GRADE 7                                      GRADE 8                                    GRADE 9                                 GRADE 10

The Learner…                                 The Learner…                                The Learner…                            The Learner…

   demonstrates eagerness and                  exhibits the initiative to innovative      adopts an appropriate, sensitive,      observes fairness, objectivity,
    spontaneity in providing and                 independently or in cooperation             and responsive disposition in           proactive disposition, and
    responding to questions and                  with others in designing,                   articulating, maintaining, and          responsible use of information in
    feedback pertinent to previous,              presenting, and sharing expected            challenging diverse opinions and        supporting and elaborating
    ongoing, and future opportunities            outputs of creative and critical            points o view concerning specific       particular claims relevant to one’s
    for learning language, literacy,             thinking concerning language,               issues or concern                       established project of inquiry
    and literature                               literacy, and literature




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                       24
K TO 12 – ENGLISH


                                                                            STUDY SKILLS

Content standards                            The learner understands that there are an array of study skills, which may tackle the process of organising and taking
                                             in new information and retaining information.

Performance standards                        The learner chooses and utilizes discrete techniques (general or specific) and applies them to all or most fields of
                                             study.

                                                                             Competencies

               GRADE 7                                      GRADE 8                                 GRADE 9                                  GRADE 10

The Learner…                                 The Learner…                             The Learner…                             The Learner…

   locates appropriate print, non-             exchanges and processes                 arranges collected and classified       designs appropriate task and
    print, and electronic sources of             information synchronously or             information using an appropriate         resource management schemes
    information for purposes of                  asynchronously with peers and            liner or non-linear organizer such       to carry out specific foals o an
    supporting assertions, validating            other persons for purposes of            as idea maps and outlines                organized inquiry
    assumptions, and drawing                     expanding understanding, limiting
    conclusions                                  inquiry, and balancing views or
                                                 opinions




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                     25
K TO 12 – ENGLISH


                            CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM

                                                                                          ENGLISH
                                             -------------------------------------------------------------------------------------------------------


        A. Learning Area Team (LAT) Review with designated LAT CONVENOR
               Date :        October 22, 2011
                             November 2, 2011
                          NAME                              DESIGNATION                                                                     OFFICE/SCHOOL
           1. Dr. Dina Ocampo-CONVENOR                            Dean                                                                   UP – College of Education
           2. Heidi Macahilig                                                                                                                    RAP/PNU
           3. Gerry Areta                                                                                                                          PNU
           4. Jeanne Ramos                                                                                                                     Raya School
           5. Ruth Martin                                                                                                                      Raya School
           6. Flora Anne Alfonso                                                                                                              Xavier School
           7. Filomena Sanchez                                                                                                                Filbern School
           8. Ramilio Correa                                                                                                                  Sangfil/DLSU
           9. Joanne Astilla                                                                                                                 Wordlab School
           10. Edizon Fermin                                    Principal                                                                     Merian College
           11. Marivic Arcos                                                                                                                 Wordlab School
           12. Ma. Perpetua Talens                                                                                                                PDRC
           13. Maia Josephine Tamboon                                                                                                             PSDeaf
           14. Josefina Lacuna                     Senior Education Program Specialist                                                         Retired-BEE
           15. Marie Therese Bustos                                                                                                              UP-Educ
           16. Pamela Razon                                                                                                                        UPIS
           17. Sabrina Par                                    Instructor 4                                                                         UPIS
           18. Ma. Lourdes Vargas                                                                                                                  UPIS
           19. Rowena del Castillo                                                                                                                 UPIS
           20. Greg Pawilen                                                                                                                      UP-Educ
           21. Paraluman Giron (ret)                        Chair K-10 TWG                                                                        DepEd
           22. Roderick Aguirre                    Language and Preschool Consultant                                                        DepEd VIII / CESS
           23. Avelina Llagas (ret)                            Consultant                                                                         DepEd




*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                                                      26
K TO 12 – ENGLISH
        B. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 Competencies
              Venue:        DAP, Tagaytay City
              Date:         September 7-9, 2011
                         NAME                            DESIGNATION                              OFFICE/SCHOOL
           A. Dr. Roderick Aguirre                Language and Preschool Consultant                DepED VIII / CESS
           B. Ligaya Ilagan                                    EPS II                             DepEd CO/BEE-SDD


        C. Workshop on the Finalization of Learning Competencies
              Venue:         DAP, Tagaytay City
              Date:          August 15-19, 2011
                         NAME                                 DESIGNATION                           OFFICE/SCHOOL
           1. Dr. Roderick Aguirre                    Language and Preschool Consultant              DepED VIII / CESS
                                                       Retired ES: Elementary English –
           2. Dr. Perla Cuanzon                                                                         DepED - NEPP
                                                               DepED Manila
           3. Galileo Go                                             SEPS                           DepED CO/BEE-CDD
                                                       Retired ES: Elementary English –
           4. Dr. Lourdes Visaya                                                                        DepED – NEPP
                                                               DepED Manila
           5. Eufrosina R. Lontoc                             AA IV / Documentor                    DepED CO/BEE-SPED


        D. Workshop on the Finalization of Learning Competencies
               Venue:         DAP, Tagaytay City
               Date:         August 8-12 , 2011
                          NAME                                DESIGNATION                            OFFICE/SCHOOL
           1. Dr. Roderick Aguirre                    Language and Preschool Consultant                DepED VIII / CESS
           2. Dr. Edilberta Bala                                    Professor                 Philippine Normal University, Manila
           3. Gloria Buya-ao                                          EPS I                            DepED DO – Ifugao
           4. Nerissa Lomeda                          ES I English – Division of Muntinlupa         DepED DO – Muntinlupa
           5. Dr. Perla Cuanzon                        Former ES: Elementary English –                   DepED - NEPP
           6. Ricardo Ador Dionisio                                Teacher II                           Rizal High School
           7. Galileo Go                                             SEPS                             DepED CO/BEE-CDD
           8. Liberty Mangaluz                                   HT III, English                       Quirino High School
           9. Prof. Marla Papanggo                                  Professor                     Philippine Normal University
           10. Melinda Rivera                               Senior Subject Specialist                 DepED CO/BSE-CDD
           11. Dr. Nilda Sunga                                 Academic Director                       Angelicum College
           12. Dr. Lourdes Visaya                       Former ES: Elementary English                    DepED – NEPP
           13. Eufrosina R. Lontoc                            AA IV / Documentor                     DepED CO/BEE-SPED
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                                      27
K TO 12 – ENGLISH
                                                                  Former PDO II: BESRA – DepED CO /
            14. Aro R. Rara                                                                                   DepEd
                                                                           Documentor


        E. Workshop on the Development of Learning Competencies and Teaching Guides
              Venue:         DAP,Tagaytay City
              Date:         July 18-19, 2011
                         NAME                                DESIGNATION                                OFFICE/SCHOOL
           1. Dr. Lourdes Visaya                 Retired ES: Elementary English – DepED                     DepEd
                                                                 Manila
           2. Dr. Perla Cuanzon                  Retired ES: Elementary English – DepED                     DepEd
                                                                 Manila
           3. Mr. Roderick M. Aguirre              Language and Preschool Consultant                   DepEd. Region VIII

                 Venue:          DAP,Tagaytay City
                 Date:          July 18-22, 2011
                              NAME                                         DESIGNATION                 OFFICE/SCHOOL
            1.   Liberty Mangaluz                                          Head Teacher III            Quirino High School
            2.   Digi Castillo                                                Consultant                 British Council
            3.   Eufrosina R. Lontoc                                       AA IV/ Encoder                 SPED - BEE
            4.   Perla H. Cuanzon                                  Former Educ. Supervisor - English          NEPP
            5.   Mr. Roderick M. Aguirre                          Language and Preschool Consultant    DepEd. Region VIII
            6.   Galileo L. Go                                                  SEPS                        CDD, BEE
            7.   Ligaya G. Ilagan                                                EPS II                 DepEd CO/BEE-SDD
            8.   Lourdes C. Visaya                                 Former Educ. Supervisor – English     Deped – NEPP
            9.   Melinda Rivera                                        Senior Subject Specialist           CDD - BSE


        F. Workshop on the Development of Learning Competencies Grades 3 to 10
              Venue:          DAP, Tagaytay City
              Date:          July 18-22, 2011
                          NAME                              DESIGNATION                                 OFFICE/SCHOOL
           1. Roderick M. Aguirre                  Language and Preschool Consultant                    DepED VIII/CESS
           2. Perla H. Cuanzon                      Former Educ. Supervisor – English                    DepED - NEPP
           3. Galileo L. Go                                      SEPS                                  DepED CO/BEE-CDD
           4. Ligaya G. Ilagan                                   EPS II                                DepED CO/BEE-SDD
           5. Lourdes C. Visaya                     Former Educ. Supervisor – English                    DepED - NEPP
           6. Melinda P. Rivera                         Senior Subject Specialist                      DepED CO/BSE-CDD
*Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012                                                              28
English k to 12 curriculum guide   grades 1 to 3, 7 to 10
English k to 12 curriculum guide   grades 1 to 3, 7 to 10
English k to 12 curriculum guide   grades 1 to 3, 7 to 10
English k to 12 curriculum guide   grades 1 to 3, 7 to 10
English k to 12 curriculum guide   grades 1 to 3, 7 to 10
English k to 12 curriculum guide   grades 1 to 3, 7 to 10
English k to 12 curriculum guide   grades 1 to 3, 7 to 10

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English k to 12 curriculum guide grades 1 to 3, 7 to 10

  • 1. Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide ENGLISH (Grade 1 to Grade 3 and Grade 7 to 10) January 31, 2012
  • 2. K TO 12 – ENGLISH ORAL LANGUAGE Content Standards The learner understands the standards of English in order to participate in various oral communication demands (situation, purpose and audience). Performance Standards The learner has sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences and text listened to or read. Competencies GRADE 1 GRADE 2 GRADE 3 The Learner . . . The Learner . . . The Learner . . .  listens and attempts to respond to others in  listens and responds to others  listens and interacts with others in a group or English class discussion  listens and responds to texts  listens and responds to texts and relates them  listens and responds to texts, recall the main to personal experiences ideas, and relates them to personal experiences  relates texts to personal experiences  converses and talks about personal experiences  converses, asks questions, and talks about events and personal experiences in a group  talks about personal experiences  tells a story  tells stories, recites or reads aloud informally or for audience  Identifies, describes and uses some commonly  identifies, describes and uses some commonly used verbal and non-verbal features in a range used verbal and non-verbal features in a range of texts of texts and begins to adapt spoken language to an audience  clarifies meanings heard while drawing on  identifies, clarifies and questions meanings  identifies, clarifies and uses meanings in personal experiences drawing on personal background, knowledge spoken texts, drawing on personal and experiences background, knowledge and experiences  starts to asks questions, attempts to listen to,  asks questions, listens to, interprets and  asks questions, listens to, interprets and interprets and presents information presents information presents information *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 2
  • 3. K TO 12 – ENGLISH PHONICS AND WORD RECOGNITION Content Standards The learner recognizes words and constructs meaning about them based on series of cues (including word shape, contextual, perceptual, phonological, and semantic information) happening instantaneously. Performance Standards The learner uses sight word recognition or phonic analysis to read and understand words in English that contain complex letter combinations, affixes and contractions. Competencies GRADE 1 GRADE 2 GRADE 3 The Learner…  knows all letter-sounds  understands that the order of letters in a written word represents the order of sounds in a spoken word  recognizes some common words on sight, such as a, the, you, is, are  uses phonics knowledge to attempt unknown words  shows how spoken words are represented by written letters that are arranged in a specific order  blends phonemes to read CVC words  matches CVC words with pictures or objects  reads one-syllable words using phonics  uses phonics to sound out unfamiliar words  recognizes some irregularly spelled words, such as have, said *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 3
  • 4. K TO 12 – ENGLISH GRAMMAR Content Standards The learner understands that English language has a set of structural rules that govern the composition of clauses, phrases, and words in oral and written communication. Performance Standards The learner…  demonstrates grammatical awareness by being able to read, speak and write correctly; and  communicates effectively in oral and written forms using the correct grammatical structures of English. Competencies GRADE 1 GRADE 2 GRADE 3 The Learner… The Learner… The learner…  uses awareness of the grammar of a sentence to help decipher new or unfamiliar words  reads familiar texts aloud with fluency and  reads aloud with intonation and expression, expressions appropriate to the grammar (e.g. taking account of the punctuation (e.g. speech pausing at full stops and raising voice at marks and exclamation marks) questions)  uses correct nouns and personal pronouns in  uses correct nouns, common and proper and telling about one’s family and friends singular and plural in taking/writing about persons, places and things  uses correct personal pronouns in place of  uses correct personal and possessive nouns pronouns in place of nouns  uses a limited number of simple verbs in telling  uses correct simple present form of the verb that  uses correct simple present and past form of about the activities of one’s family and friends agrees with the noun or pronoun verbs in talking/writing about one’s experiences  describes one’s family and friends using  uses a number of adjectives in describing the  uses a number of adjectives, their synonyms common adjectives persons, places and things and antonyms, in describing persons, places and things  uses directional prepositions correctly  uses common prepositions correctly  uses common prepositions and attempts to use prepositional phrases correctly *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 4
  • 5. K TO 12 – ENGLISH VOCABULARY DEVELOPMENT Content Standards The learner understands the importance of acquiring an extensive receptive and expressive (passive and active) vocabulary for communication or expression in various contexts and language functions. Performance Standards The learner acquires, studies, and uses English vocabulary words appropriately in relevant contexts. Competencies GRADE 1 GRADE 2 GRADE 3 The Learner . . . The Learner . . . The Learner . . .  differentiates English words from words in  identifies and supplies the English word  uses English words in spoken and written other languages spoken at home and in school equivalent of words in the mother tongue or expression Filipino  asks about unfamiliar words to gain meaning  classifies common words into conceptual  supplies words that fall into conceptual categories (e.g. animals, foods, toys, etc) categories  sorts familiar words in basic categories (e.g.  determines what words mean from how they are  provides alternate words for a target word to colors, shapes, foods, etc) used in a sentence, heard or read reflect understanding of nuances (e.g. big, huge, enormous)  describes familiar objects and events in both  talks about the meaning of words and uses new  transforms root words to appropriate structure general and specific language words when speaking and writing to fit a sentence (e.g. smile, smiled, smiles, smiling)  shows curiosity about and play with words and  begins to see that some words mean the same  uses English to define or describe other language thing (synonyms) and some words have English words opposite meanings (antonyms)  uses new words learned thru stories in own  recognizes that words play different roles in  uses English to describe persons, places, speech sentences (e.g. some words-nouns-name things processes and events and some words-verbs-show actions)  knows and uses words that are important to  asks about unfamiliar words to learn about  uses knowledge of prefixes (e.g. un-, re-, in-, school work, such as the names for colors, meaning dis-) to determine the meaning of words shapes, and numbers *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 5
  • 6. K TO 12 – ENGLISH GRADE 1 GRADE 2 GRADE 3 The Learner . . . The Learner . . . The Learner . . .  knows and uses words that are important to  recognizes root words and their inflections (e.g.  uses knowledge of suffixes (e.g. –ful, -ly, -less) daily life, such as street names and names for look, looks, looked, looking) to determine the meaning of words community workers  identifies some words that comprise  recognizes some words represented by contractions (e.g. can’t = can not, it’s = it is, common abbreviations (e.g. Mr., ave., Oct.) aren’t = are not)  recognizes that two words can make a  determines the meaning of compound words compound word (e.g. airport, treetop, popcorn) using knowledge of individual words (e.g. lunchtime, daydream, everyday)  uses language with more control (such as  wants to learn new words and share them at speaking in complete sentence) school and home  understands that the language used in school  uses clues from the context to figure out what are more formal than the language used at words mean home and with friends  increases vocabulary through the use of synonyms and antonyms  uses different parts of speech correctly, including nouns, verbs, adjectives, and adverbs  learns more new words through independent reading *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 6
  • 7. K TO 12 – ENGLISH LISTENING COMPREHENSION Content Standards The learner understands that listening is the receptive skill in the oral mode that allows one to comprehend what is heard using ones skills and background knowledge (schema). Performance Standards The learner…  activates prior knowledge conceptually related to text and establishes a purpose for listening/reading  be self-aware as they discuss and analyze text to create new meanings and modify old knowledge  responds to literary texts through the appreciation of literary devices and an understanding of story grammar  recalls/locates information from expository texts and uses this information for discussion or written production Competencies GRADE 1 GRADE 2 GRADE 3 The Learner . . . The Learner . . . The Learner . . .  identifies connections between text listened to  identifies similarities and differences in the plot  proposes several predictions about text and personal experiences or events in a story and personal experiences  uses personal experiences to make predictions  uses prior knowledge to select most likely and about text to be listened to conclusions about text  makes predictions about stories based on the  uses an understanding of incidents, characters  formulates questions that are expected to be cover r titles of texts and settings to make predictions answered after reading the text  expects written texts to make sense  validates predictions made after listening  makes predictions using experiences of listening to others texts with similar themes  uses the meaning of simple texts to support  modifies prior knowledge based on new predictions knowledge from text  listens carefully to texts read aloud  predicts what will happen next in a text  evaluates the predictions made on the basis of text listened to  asks and answers questions about texts  discusses what is already known about topics  re-formulates prior knowledge on the basis on listened to new information learned from text  uses what is already known to understand a  relates information and events in a selection to  knows how to read for specific purposes and text life experiences and vice versa to seek answers to specific questions *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 7
  • 8. K TO 12 – ENGLISH GRADE 1 GRADE 2 GRADE 3 The Learner . . . The Learner . . . The Learner . . .  predicts what will happen in a text based on  identifies elements of a story, including  compares a prediction about an action or pictures or information in the text characters, setting, and key events event to what actually occurred within a text  retells and/or acts out events in texts  answers simple questions about literary texts  asks relevant questions in order to listened to comprehend  talks about texts identifying major points and  asks simple questions (who, what, when, where)  recalls information, main ideas, and details key themes about literary text listened to after reading  Participates (e.g. reacts, speculates, joins in,  knows the difference between “made up”  answers how, why, and what if questions reads along) when repetitive language (fiction) and “real” (nonfiction) texts structure of fiction and poetry are read aloud  understands the structure of a simple text and  knows the difference between stories and  interprets information from diagrams, charts, use when re-enacting and retelling poems and graphs  answers simple questions (who, what, when,  listens and understands simple written  takes part in creative responses to stories where, when) about text listened to instructions such as dramatizations of stories and oral presentations  determines whether a story is realistic or  identifies the plot of a literary selection listened  goes beyond own experiences or general fantasy to impression and refer to text to explain meaning  restates facts from listening to expository texts  describes characters (e.g. traits, roles,  describes literary elements of text including similarities) within a literary selection listened to characters, plot (specific events, problem and solution), and setting  responds appropriately to questions based on  sequences a series of events in a literary  describes characters (e.g. traits, roles, facts in expository texs selection listened to similarities) within a literary selection  Sequentially follow a two-step directions (e.g.  compares stories, identifies common themes,  makes simple inferences about thoughts and recipes, directions, classroom procedures) characters and contributes to discussions feelings and reasons for actions using picture clues given verbally  Identifies signs, symbols, labels, and captions  identifies the topic of expository text listened to  identifies key themes and discusses reasons in the environment for events in stories *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 8
  • 9. K TO 12 – ENGLISH GRADE 1 GRADE 2 GRADE 3 The Learner . . . The Learner . . . The Learner . . .  locates information in pictorial information  answers questions (e.g. who what, where,  sequences a series of events in a literary books when) about expository text listened to selection  participates (e.g. clapping, chanting, choral  follows a set of written or verbal three-step  describes literary elements of text including reading) in the reading of poetry by responding directions with pictures cues characters, plot (specific events, problem and to the rhyme and rhythm solution), and setting  relates story setting and incidents to own  determines whether a specific task is completed  describes characters (e.g. traits, roles, experiences by checking to make sure all the steps were similarities) within a literary selection listened followed in the right order, with picture clues to to assist  states the meaning of some environmental signs  makes simple inferences about thoughts and (e.g. traffic, safety, warning signs) feelings and reasons for actions  locates specific information in the text to find  identifies key themes and discusses reasons answers to simple questions for events in stories  sequences a series of events in a literary selection  identifies cause and effect of specific events in a literary selection  identifies differences between fiction and nonfiction  identifies words that the author selects in a literary selection to create a graphic visual experience  identifies words that the author selects to create a rich auditory experience (e.g. alliteration, onomatopoeia, assonance, consonance) in a literary selection *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 9
  • 10. K TO 12 – ENGLISH GRADE 1 GRADE 2 GRADE 3 The Learner . . .  compares events and characters in literary selections from a variety of cultures to their experiences  begins to understand the effects of different words and phrases (e.g. to create humor, images and atmosphere)  locates specific information by using organization features in expository texts  identifies the main idea in expository texts  locates facts in response to questions about expository texts  locates specific information from graphic organizers  determines whether a specific task is completed by checking to make sure all the steps were followed in the right order  states the meaning of specific signs and symbols (e.g. computer icons, map features, simple charts and graphs)  evaluates the usefulness of the information in a particular text for answering questions *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 10
  • 11. K TO 12 – ENGLISH READING COMPREHENSION Content Standards The learner understands that reading is a psycholinguistic guessing game which utilizes visual and non-visual information in order to confirm, modify, and monitor one’s comprehension. Performance Standards The learner…  activates prior knowledge conceptually related to text and establishes a purpose for reading  be self-aware as they discuss and analyze text to create new meanings and modify old knowledge  responds to literary texts through the appreciation of literary devices and an understanding of story grammar  locates information from expository texts and uses this information for discussion or written production Competencies GRADE 1 GRADE 2 GRADE 3 The Learner …  identifies connections between story listened to and personal experiences  makes predictions about stories based on the cover or titles of texts  validates predictions made after reading a text  modifies prior knowledge based on new knowledge from texts  uses what is already known to understand texts  relates information and events in a reading selection to life experience and vice versa  derives meaning from texts with repetitive language structure *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 11
  • 12. K TO 12 – ENGLISH GRADE 1 GRADE 2 GRADE 3 The Learner…  predicts what will happen in a text based on pictures or information in the text  retells and/or acts out events in a text  answers simple questions about texts read  asks simple questions about texts read  knows the differences between “made-up” (fiction) and “real” (nonfiction) texts  knows the difference between stories and poems  reads and understands simple written instructions  sequences a series of events in a literary selection read  identifies elements of a story, including characters, setting, and key events  identifies the topic of expository texts read  follows a set of written or verbal three-step directions with picture cues  determines whether a specific task is completed by checking to make sure all the steps were followed in the right order with picture cues to assist  state the meaning of some environmental signs (e.g. traffic, safety, warning signs)  locates specific information in the text to find answers to simples questions *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 12
  • 13. K TO 12 – ENGLISH FLUENCY Content Standards The learner understands the importance of acquiring a high level of “fluency” in English in order to be understood by both native and non native listeners through: 1. Reading (the ability to easily read and understand texts written in the language) 2. Writing (the ability to formulate written texts in the language) 3. Comprehension (the ability to follow and understand speech in the language) 4. Speaking (the ability to produce speech in the language and be understood by its speakers) Performance Standards The learner reads aloud grade level texts effortlessly without hesitation and with proper expression. Competencies GRADE 1 GRADE 2 GRADE 3 The Learner…  uses appropriate intonation and expression during unison oral reading with the teacher  reads with automaticity approximately 20 high- frequency/sight words  reads aloud appropriate grade level text at a rate of approximately 60 words per minute  reads appropriate grade level text with an accuracy rate of 95-100%  reads appropriate grade level text in three-to- four word phrases using intonation, expression and punctuation cues  reads with automaticity 100 appropriate grade level high-frequency/sight words *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 13
  • 14. K TO 12 – ENGLISH SPELLING Content Standards The learner understands that words are formed with letters in accepted order (orthography). Performance Standards The learner spells words with two or more syllables using phonic, semantic, and morphemic expression. Competencies GRADE 1 GRADE 2 GRADE 3 The Learner…  uses invented (or developmental) spelling to try to spell words on his own  understands that there is a correct way to spell words  uses phonemic awareness and letter knowledge to spell and write words  uses simple punctuation marks and capital letters  pays attention to how words are spelled  correctly spells previously studied words *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 14
  • 15. K TO 12 – ENGLISH WRITING/COMPOSITION Content Standards The learner understands the different formats to write for a variety of audiences and purposes. Performance Standards The learner expresses their ideas effectively in formal and informal compositions to fulfill their own purposes for writing. Competencies GRADE 1 GRADE 2 GRADE 3 The Learners…  understands that writing conveys meaning  uses letter forms to represent thoughts and ideas  writes for different purposes – stories, explanations, letters, lists using invented spelling or phonic knowledge  writes things for others to read (by thinking of ideas, writing draft copies, and revising drafts)  pays attention to the mechanics of writing (e.g. spelling, capitalization, and punctuation) in the final revisions of compositions *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 15
  • 16. K TO 12 – ENGLISH ATTITUDE TOWARDS LANGUAGE, LITERATURE AND LITERACY Content Standards The learner understands the significance of interpreting the social meaning of the choice of linguistic varieties and using language with the appropriate social meaning for the communication situation. Performance Standards The learner demonstrates a love for reading stories and confidence in performing literacy-related activities / tasks. Competencies GRADE 1 GRADE 2 GRADE 3 The Learners… The Learners… The Learners…  returns to favorite books, songs, rhymes to be  retells or re-reads familiar storybooks to other  makes choices about which texts to read re-read and enjoyed children based on prior reading experience  attempts to read or retell familiar storybooks  makes choices from a selection of texts and  responds to text by discussing preferences begin to justify preferences such as favorite characters, and books with similar themes  takes books from home to school (or vice versa)  writes and shares own stories for independent/extra reading  identifies favorite authors and stories  explores and investigates topics of own interest *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 16
  • 17. K TO 12 – ENGLISH STUDY SKILLS Content Standards The learner understands that there are an array of study skills, which may tackle the process of organising and taking in new information and retaining information. Performance Standards The learner chooses and utilizes discrete techniques (general or specific) and applies them to all or most fields of study. Competencies GRADE 1 GRADE 2 GRADE 3 The Learners… The Learners… The Learners…  follows directions  follows directions  follows directions  interprets pictographs  alphabetizes (first letters)  alphabetizes (2nd letters)  Interprets simple maps of familiar places  Uses the index at table of contents  dictionary skills  locates information  highlights important information  Interprets bar graphs and tables  Interprets graphs, charts and tables  Interprets simple maps of familiar places  constructs maps of familiar places  understands simple outlines *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 17
  • 18. K TO 12 – ENGLISH LISTENING COMPREHENSION Content Standards The learner understands that listening is the receptive skill in the oral mode that allows one to comprehend what is heard using ones skills and background knowledge (schema). Performance Standards The learner…  activates prior knowledge conceptually related to text and establishes a purpose for listening/reading  be self-aware as they discuss and analyze text to create new meanings and modify old knowledge  responds to literary texts through the appreciation of literary devices and an understanding of story grammar  recalls/locates information from expository texts and uses this information for discussion or written production Competencies GRADE 7 GRADE 8 GRADE 9 GRADE 10 The Learner… The Learner… The Learner… The Learner…  determines how stress,  listens for important points  determines appropriateness of  examines how spoken intonation, phrasing, pacing, tone, signaled by stress, intonation, stress, intonation, phrasing, tone, communication between and and non-verbal cues serve as phrasing, pacing, tone, and non- and non-verbal cues used by a among speakers in specific carriers of meaning that may aid verbal cues that serve as carriers speaker in a particular setting for situations may be repaired or or interfere in the message of the of meaning in specific situations a specific audience enhanced verbally and non- text listened to verbally to suit various functional purposes  uses active listening strategies  employs projective listening  shifts from one listening strategy  adjusts listening strategies based based on purposes, familiarity strategies when listening to to another based on purpose, on purpose, familiarity with the with the topic and the level of descriptive and longer narrative familiarity with the topic and level topic, and level of difficulty of the difficulty of simple informative and texts of difficulty of the argumentative expository and analytical texts short narrative texts or persuasive texts  listens to appreciate  listens to validate information,  listens to determine faulty logic,  listens to simplify, reorganize, and communication roles, opinion, or assumption in order to unsupported facts and emotional synthesize information for expectations and intentions in participate well in a specific appeal in order to provide purposes of expanding, specific communicative contexts communicative context or appropriate and critical feedback reviewing, or updating knowledge or situations situation in a specific context or situation *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 18
  • 19. K TO 12 – ENGLISH ORAL LANGUAGE AND FLUENCY Content Standards The learner understands the standards of English in order to participate in various oral communication demands (situation, purpose and audience). Performance Standards The learner has sufficient facility in English to understand spoken discourse and to talk and interact with others about personal experiences and text listened to or read. Competencies GRADE 7 GRADE 8 GRADE 9 GRADE 10 The Learner… The Learner… The Learner… The Learner…  uses the right stress, intonation,  varies the stress, intonation,  determines the appropriate  adjusts the stress, intonation, phrasing, pacing and tone in phrasing, pacing and tone while stress, intonation, phrasing, phrasing, pacing and tone while interpersonal expressions and in reading orally from a prepared pacing and tone while delivering participating in formal oral reading short written or recorded manuscript, delivering prepared an extemporaneous or impromptu presentations, debates, and passages aloud lines in a performance script, or speech broadcast communication tasks re-enacting an episode or scene  uses appropriate verbal and non-  uses appropriate verbal and non-  employs varied verbal and non-  enhances the quality of verbal verbal turn-taking, turn-giving, verbal strategies to animate a verbal strategies to create impact and non-verbal strategies and topic control strategies in written script for purposes of on a specific audience while employed by speakers in a participating in forms of small delivering information or delivering various forms of completed formal oral group interaction including executing a dramatic piece and extemporaneous or impromptu presentation, debate, or interviews and panel discussions other performance speech forms speech broadcast communication tasks  talks about significant human  provides structured feedback on  provides appropriate and  formulates informed assertions, experiences and ideas on literary the quality of spoken discourse constructive response to claims, and justifications using or expository reading, listening or based on a prepared manuscript questions and feedback accurate, adequate, and viewing selections in unrehearsed or performance script concerning one’s performance in appropriate primary and individual and group modalities an extemporaneous or impromptu secondary information speech task *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 19
  • 20. K TO 12 – ENGLISH VOCABULARY DEVELOPMENT Content Standards The learner understands that words are composed of different parts and their meaning changes in context. Performance Standards The learner employs strategies to decode the meaning of words in isolation and in context (word strategies). Competencies GRADE 7 GRADE 8 GRADE 9 GRADE 10 The Learner… The Learner… The Learner… The Learner…  establishes semantic  establishes the meaning of words  identifies context-appropriate  reduces ambiguity and relationships of words and and expressions as they are used substitutes for words or vagueness in the use of words expressions that include familiar, in discourse structures and expressions and expressions colloquial, and idiomatic types patterns  Identifies collocations and  uses context clues and structural  determines the level of formality  explains the nature of shift in arrange words or expressions in analysis to arrive at the meaning or register in which a word or structure and meaning of a word clines, categories, and clusters of words and expressions expression is to be used or expression as used in a specific discipline, situation, or context of use *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 20
  • 21. K TO 12 – ENGLISH READING COMPREHENSION Content Standards The learner understands that reading is a psycholinguistic guessing game which utilizes visual and non-visual information in order to confirm, modify, and monitor one’s comprehension. The learner…  activates prior knowledge conceptually related to text and establishes a purpose for reading Performance Standards  be self-aware as they discuss and analyze text to create new meanings and modify old knowledge  responds to literary texts through the appreciation of literary devices and an understanding of story grammar  locates information from expository texts and uses this information for discussion or written production Competencies GRADE 7 GRADE 8 GRADE 9 GRADE 10 The Learner… The Learner… The Learner… The Learner…  uses predictive and anticipatory  organizes prior knowledge  articulates prior knowledge  assesses prior knowledge devices or tasks to activate prior concerning the topic of reading or concerning the topic of reading or concerning the topic of reading or knowledge concerning the topic of viewing selection using a variety viewing selection using guided viewing selection using individual reading or viewing selection of graphic organizers small group discussion strategies or group assessment devices  distinguishes between and among  responds to information from a  compares and contrasts  evaluates content, elements, literal, inferential, and applied reading or viewing selection information presented in two or features, and properties of a information presented in a through the use of oral or written more related reading or viewing reading or viewing selection using reading or viewing selection and short response formats and selections using guided text a set of text analysis strategies the questions formed on the basis differentiated group performance analysis strategies and devices in developed in consultation with of such information tasks a small group structure peers and the teacher  establishes the relevance and  identifies dominant literary  ascertains the features of the  organizes an independent and unity of the elements of a text vis- devices and figures of speech reading or viewing selection that systematic approach to critiquing à-vis its intended purpose and that add color and heighten clarify its adherence to or an elected reading or viewing production milieu meaning in the reading or viewing dismissal of a particular tradition selection selection of literary production  establishes the validity and unity  identifies dominant writing or  ascertains the features of the  organizes an independent and of the details of a text vis-à-vis its filming techniques that add color reading or viewing selection that systematic approach to critiquing intended purpose and production to and heighten meaning of the clarify its adherence to or an elected reading or viewing milieu reading or viewing selection dismissal of a particular social selection issue, concern, or disposition *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 21
  • 22. K TO 12 – ENGLISH WRITING AND COMPOSITION Content standards The learner understands the different formats to write for a variety of audiences and purposes. Performance standards The learner expresses ideas effectively in formal and informal compositions for a particular purpose and audience. Competencies GRADE 7 GRADE 8 GRADE 9 GRADE 10 The Learner… The Learner… The Learner… The Learner…  distinguishes between oral and  distinguishes between  identifies ways by which  identifies ways by which written modes of language use informational and artistic stances information is systematically purposeful writing may be with emphasis on their exclusive in written discourse and the organized to meet specific goals supported by a variety of features and properties specific properties of each stance and objectives in written information sources, processing discourse techniques, and presentation strategies  determines features and  identifies common language  employs a variety of language  uses standard procedure, properties of written language n patterns that exist in specific and discourse patterns in appropriate forms, and accordance to a specific register written discourse patterns expressing one’s view and assessment tools or techniques in or level of formality opinions concerning a specific process-oriented writing with the topic of interest aid of peers and the teacher  uses specific cohesive and  uses specific cohesive and  uses specific cohesive and  uses specific cohesive and literary devices to construct literacy devices to construct basic literary devices to construct literary devices to construct written personal discourse literary and expository written extended literary and expository integrative literary and expository formats such as letters, blogs, discourse such as poetry, drama, written discourse as short fiction, written discourse as review, and electronic mails and basic fables, parables, myths, legends, argumentative and persuasive critiques, research reports, and mass media materials as print personal essays, biographies and essays, speeches, and scripts for broadcast ads, campaigns and broadcast vignettes opinionated journalistic writing communication texts, including commercials screenplay *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 22
  • 23. K TO 12 – ENGLISH GRAMMAR AWARENESS Content standards The learner understands that English language has a set of structural rules that govern the composition of clauses, phrases, and words in oral and written communication. Performance standards The learner…  demonstrates grammatical awareness by being able to read, speak and write correctly  communicate effectively in oral and written forms using the correct grammatical structures of English Competencies GRADE 7 GRADE 8 GRADE 9 GRADE 10 The Learner… The Learner… The Learner… The Learner…  uses:  uses:  uses:  uses: o varied nouns o varied adjective o other cohesive techniques o appropriate expressions of complementation complementation and devices introducing, expanding, o varied verb o appropriate idioms, o various polite expressions summarizing, and complementation collocations, and fixed o varied techniques of restating a topic o correct determiners expression softening expression o appropriate statements of o consistent tense o coordinators o appropriate techniques to definition, causation, o proper tense simplification o subordinators avoid confusing sentence elaboration, and synthesis o appropriate auxiliary and o other appropriate devices structures modal verbs for emphasis  formulates:  formulates:  formulates:  formulates: o meaningful question o correct complex and o appropriate restatements o correct claim of fact forms, short answers, and compound-complex o correct negation structures o correct claim of policy reply questions sentences o meaningful structures of o correct claim of value o correct simple and o correct conditional fronting, inversion, and o appropriate direct quote compound sentence statements emphasis o substantive précis o meaningful embedded and o appropriate parenthetical o effective sentence with o adequate paraphrase kernel sentences expressions controlled length and o suitable statement of o appropriate direct or o meaningful expanded rhythm conclusion reported speech sentence (following balance, parallelism, and modification) *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 23
  • 24. K TO 12 – ENGLISH ATTITUDE Content standards The learner understands the significance of interpreting the social meaning of the choice of linguistic varieties and using language with the appropriate social meaning for the communication situation. Performance standards The learner demonstrates a love for reading and viewing various texts and confidence in responding/participating in various communicative activities / tasks. Competencies GRADE 7 GRADE 8 GRADE 9 GRADE 10 The Learner… The Learner… The Learner… The Learner…  demonstrates eagerness and  exhibits the initiative to innovative  adopts an appropriate, sensitive,  observes fairness, objectivity, spontaneity in providing and independently or in cooperation and responsive disposition in proactive disposition, and responding to questions and with others in designing, articulating, maintaining, and responsible use of information in feedback pertinent to previous, presenting, and sharing expected challenging diverse opinions and supporting and elaborating ongoing, and future opportunities outputs of creative and critical points o view concerning specific particular claims relevant to one’s for learning language, literacy, thinking concerning language, issues or concern established project of inquiry and literature literacy, and literature *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 24
  • 25. K TO 12 – ENGLISH STUDY SKILLS Content standards The learner understands that there are an array of study skills, which may tackle the process of organising and taking in new information and retaining information. Performance standards The learner chooses and utilizes discrete techniques (general or specific) and applies them to all or most fields of study. Competencies GRADE 7 GRADE 8 GRADE 9 GRADE 10 The Learner… The Learner… The Learner… The Learner…  locates appropriate print, non-  exchanges and processes  arranges collected and classified  designs appropriate task and print, and electronic sources of information synchronously or information using an appropriate resource management schemes information for purposes of asynchronously with peers and liner or non-linear organizer such to carry out specific foals o an supporting assertions, validating other persons for purposes of as idea maps and outlines organized inquiry assumptions, and drawing expanding understanding, limiting conclusions inquiry, and balancing views or opinions *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 25
  • 26. K TO 12 – ENGLISH CURRICULUM DEVELOPERS/WRITERS/REACTORS in the DEVELOPMENT of K to 12 CURRICULUM ENGLISH ------------------------------------------------------------------------------------------------------- A. Learning Area Team (LAT) Review with designated LAT CONVENOR Date : October 22, 2011 November 2, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Dina Ocampo-CONVENOR Dean UP – College of Education 2. Heidi Macahilig RAP/PNU 3. Gerry Areta PNU 4. Jeanne Ramos Raya School 5. Ruth Martin Raya School 6. Flora Anne Alfonso Xavier School 7. Filomena Sanchez Filbern School 8. Ramilio Correa Sangfil/DLSU 9. Joanne Astilla Wordlab School 10. Edizon Fermin Principal Merian College 11. Marivic Arcos Wordlab School 12. Ma. Perpetua Talens PDRC 13. Maia Josephine Tamboon PSDeaf 14. Josefina Lacuna Senior Education Program Specialist Retired-BEE 15. Marie Therese Bustos UP-Educ 16. Pamela Razon UPIS 17. Sabrina Par Instructor 4 UPIS 18. Ma. Lourdes Vargas UPIS 19. Rowena del Castillo UPIS 20. Greg Pawilen UP-Educ 21. Paraluman Giron (ret) Chair K-10 TWG DepEd 22. Roderick Aguirre Language and Preschool Consultant DepEd VIII / CESS 23. Avelina Llagas (ret) Consultant DepEd *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 26
  • 27. K TO 12 – ENGLISH B. Workshop on Determining Gaps Between BEC Grade 6 Competencies and the K to 12 Grade 7 Competencies Venue: DAP, Tagaytay City Date: September 7-9, 2011 NAME DESIGNATION OFFICE/SCHOOL A. Dr. Roderick Aguirre Language and Preschool Consultant DepED VIII / CESS B. Ligaya Ilagan EPS II DepEd CO/BEE-SDD C. Workshop on the Finalization of Learning Competencies Venue: DAP, Tagaytay City Date: August 15-19, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Roderick Aguirre Language and Preschool Consultant DepED VIII / CESS Retired ES: Elementary English – 2. Dr. Perla Cuanzon DepED - NEPP DepED Manila 3. Galileo Go SEPS DepED CO/BEE-CDD Retired ES: Elementary English – 4. Dr. Lourdes Visaya DepED – NEPP DepED Manila 5. Eufrosina R. Lontoc AA IV / Documentor DepED CO/BEE-SPED D. Workshop on the Finalization of Learning Competencies Venue: DAP, Tagaytay City Date: August 8-12 , 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Roderick Aguirre Language and Preschool Consultant DepED VIII / CESS 2. Dr. Edilberta Bala Professor Philippine Normal University, Manila 3. Gloria Buya-ao EPS I DepED DO – Ifugao 4. Nerissa Lomeda ES I English – Division of Muntinlupa DepED DO – Muntinlupa 5. Dr. Perla Cuanzon Former ES: Elementary English – DepED - NEPP 6. Ricardo Ador Dionisio Teacher II Rizal High School 7. Galileo Go SEPS DepED CO/BEE-CDD 8. Liberty Mangaluz HT III, English Quirino High School 9. Prof. Marla Papanggo Professor Philippine Normal University 10. Melinda Rivera Senior Subject Specialist DepED CO/BSE-CDD 11. Dr. Nilda Sunga Academic Director Angelicum College 12. Dr. Lourdes Visaya Former ES: Elementary English DepED – NEPP 13. Eufrosina R. Lontoc AA IV / Documentor DepED CO/BEE-SPED *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 27
  • 28. K TO 12 – ENGLISH Former PDO II: BESRA – DepED CO / 14. Aro R. Rara DepEd Documentor E. Workshop on the Development of Learning Competencies and Teaching Guides Venue: DAP,Tagaytay City Date: July 18-19, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Dr. Lourdes Visaya Retired ES: Elementary English – DepED DepEd Manila 2. Dr. Perla Cuanzon Retired ES: Elementary English – DepED DepEd Manila 3. Mr. Roderick M. Aguirre Language and Preschool Consultant DepEd. Region VIII Venue: DAP,Tagaytay City Date: July 18-22, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Liberty Mangaluz Head Teacher III Quirino High School 2. Digi Castillo Consultant British Council 3. Eufrosina R. Lontoc AA IV/ Encoder SPED - BEE 4. Perla H. Cuanzon Former Educ. Supervisor - English NEPP 5. Mr. Roderick M. Aguirre Language and Preschool Consultant DepEd. Region VIII 6. Galileo L. Go SEPS CDD, BEE 7. Ligaya G. Ilagan EPS II DepEd CO/BEE-SDD 8. Lourdes C. Visaya Former Educ. Supervisor – English Deped – NEPP 9. Melinda Rivera Senior Subject Specialist CDD - BSE F. Workshop on the Development of Learning Competencies Grades 3 to 10 Venue: DAP, Tagaytay City Date: July 18-22, 2011 NAME DESIGNATION OFFICE/SCHOOL 1. Roderick M. Aguirre Language and Preschool Consultant DepED VIII/CESS 2. Perla H. Cuanzon Former Educ. Supervisor – English DepED - NEPP 3. Galileo L. Go SEPS DepED CO/BEE-CDD 4. Ligaya G. Ilagan EPS II DepED CO/BEE-SDD 5. Lourdes C. Visaya Former Educ. Supervisor – English DepED - NEPP 6. Melinda P. Rivera Senior Subject Specialist DepED CO/BSE-CDD *Dr. Dina Ocampo, LAT Convenor – version as of January 31, 2012 28